Higher Grade Levels Research Articles

Expanding the collection portfolio of plastic packaging: Impact on quantity and quality of sorted plastic waste fractions

Expanding the curbside collection system for household plastic packaging could help in accomplishing the ambitious recycling targets set by the European Union. In this study, the effects of such expansion in terms of quality and quantity of sorted plastic waste fractions were investigated. By applying a validated sorting model, the flows of packages in Belgium from their use phase until the output of the sorting plant and the quantity and composition of sorted waste fractions were simulated. These data were subsequently used to calculate existing performance indicators, such as grade and recovery, as well as new indicators, such as the Simpson's Diversity Index (SDI), which is a measure for the compositional diversity of sorted waste fractions. The highest SDI was calculated for the fraction named ‘other films’, namely 82%, showing that this fraction comprised the most diverse polymer mixture. Results indicated that certain sorted fractions achieve high product grade levels, e.g. more than 99% for the PS rigid fraction, whereas others had significantly lower product grades of approximately 80% for the PE films. Material Flow Analysis showed that by expanding the collection portfolio the collection rate of plastic packaging increased from 33.6 to 64.4 m%, of which 77.3% is simulated to be separated in the targeted waste fractions. However, this will be insufficient to meet the recycling target of 50% by 2025 as in total only 49.8% of plastic packaging is sorted correctly. Hence, additional improvements in both recycling technologies and packaging design are needed to further increase plastic recycling rates.

Association Between Musculoskeletal Pain and Psychological Stress Responses in High School Baseball Players: A Cross-sectional Study.

Background:Musculoskeletal pain could represent a psychological stressor in adolescent athletes. However, few epidemiological studies have investigated this association.Purpose:To assess the relationship between musculoskeletal pain (shoulder, elbow, wrist, and low back) and psychological stress responses in high school baseball players.Study Design:Cross-sectional study.Methods:Participants comprised male Japanese high school baseball players who had completed a questionnaire as part of their annual medical evaluation in 2016. Experiences of shoulder, elbow, wrist, and low back pain during the previous season were investigated. Pain severity was graded as 1 (mild, playing without interference), 2 (moderate, playing with interference), or 3 (severe, could not play because of pain). The Stress Response Scale–18 was used to measure stress response: low, medium, rather high, and high. Prevalence rates of shoulder, elbow, wrist, and low back pain and their association with psychological stress responses were investigated using univariate and multivariable analyses.Results:A total of 944 players (223 pitchers and 721 fielders) were included in this study. Their mean age was 16.1 ± 0.6 years, and 66% were high school juniors, while 33.6% were seniors. In pitchers, the prevalence rates during the previous year of severe (grade 3) interference with playing because of elbow, shoulder, wrist, and low back pain were 21.5% (n = 48), 19.3% (n = 43), 3.6% (n = 8), and 18.4% (n = 41), respectively, whereas in fielders, the respective prevalence rates were 17.1% (n = 123), 17.9% (n = 129), 6.7% (n = 48), and 19.3% (n = 139). After adjusting for confounding factors (playing on a top-performing team, high school grade level, and all other sites of musculoskeletal pain), the authors found significant associations in pitchers between severe experiences of elbow pain and low back pain and medium to high psychological stress responses (odds ratio, 2.64 [95% CI, 1.32-5.39], P = .006 and odds ratio, 2.32 [95% CI, 1.12-4.89], P = .024, respectively). No significant associations were seen between musculoskeletal pain and psychological stress responses in fielders.Conclusion:In the current study, elbow and low back pain were associated with stronger psychological stress responses compared with other musculoskeletal pain in high school baseball pitchers.

Teachers’ Engagement and Self-Efficacy in a PK–12 Computer Science Teacher Virtual Community of Practice

<p>Prekindergarten to 12th-grade teachers of computer science (CS) face many challenges, including isolation, limited CS professional development resources, and low levels of CS teaching self-efficacy that could be mitigated through communities of practice (CoPs). This study used survey data from 420 PK–12 CS teacher members of a virtual CoP, CS for All Teachers, to examine the needs of these teachers and how CS teaching self-efficacy, community engagement, and sharing behaviors vary by teachers’ instructional experiences and school levels taught. Results show that CS teachers primarily join the CoP to gain high-quality pedagogical, assessment, and instructional resources. The study also found that teachers with more CS teaching experience have higher levels of self-efficacy and are more likely to share resources than teachers with less CS teaching experience. Moreover, teachers who instruct students at higher grade levels (middle and high school) have higher levels of CS teaching self-efficacy than do teachers who instruct lower grade levels (elementary school). These results suggest that CoPs can help CS teachers expand their professional networks, gain more professional development resources, and increase CS teaching self-efficacy by creating personalized experiences that consider teaching experience and grade levels taught when guiding teachers to relevant content. This study lays the foundation for future explorations of how CS education–focused CoPs could support the expansion of CS education in PK–12 schools.</p>

2015 개정 수학과 교육과정 실행의 제약 사항 탐색

It is critical and timely to investigate how teachers implement the 2015 revised mathematics curriculum in their classrooms as it has been applied to all elementary to high school grade levels in 2020. For this reason, we aimed to examine limitations that teachers perceived in their implementation of the 2015 revised mathematics curriculum in terms of curriculum documents, classroom environments, and education policy. We first conducted focus group interviews with 4 mathematics education professors, 5 elementary, 7 middle, and 5 high school teachers to find shared issues related to curriculum implementation. Next, the nation-wide field survey was designed using the limitations raised in the focus group interview to examine overall opinions about those issues. We collected the survey responses from 258 elementary, 185 middle, and 139 high school teachers. The results showed that descriptions of the mathematical competencies in the curriculum documents should be more clarified in connection to achievement standards. It is also suggested to include more applicable instructional guidelines in the curriculum documents. Teachers mentioned that ways to implement the process-focused assessment should be described in detail, but they generally agreed to remove differentiated instructions by students’ achievement in the documented curriculum. Furthermore, teachers highlighted demands for improved learning environments for educational technology as well as alignment between the revised curriculum and other education policies like the free-semester system. These findings suggested an implication about how to support teachers to implement the 2015 revised mathematics curriculum appropriately: A teacher manual for curriculum implementation, software and applications, and classroom materials should be provided with an easy access. It is additionally suggested that participation of in-service teachers are important in not only constructing practicum-centered professional development but also better implementing of the 2015 revised mathematics curriculum.

Validation of Cognitive Load During Inquiry-Based Learning With Multimedia Scaffolds Using Subjective Measurement and Eye Movements.

Subject-method barriers and cognitive load (CL) of students have a particular importance in the complex learning process of scientific inquiry. In this work, we investigate the valid measurement of CL as well as different scaffolds to reduce it during experimentation. Specifically, we examine the validity of a subjective measurement instrument to assess CL [in extraneous cognitive load (ECL), intrinsic cognitive load, and germane cognitive load (GCL)] during the use of multimedia scaffolds in the planning phase of the scientific inquiry process based on a theoretical framework of the CL theory. The validity is analyzed by investigating possible relationships between causal (e.g., cognitive abilities) and assessment (e.g., eye-tracking metrics) factors in relation to the obtained test scores of the adapted subjective measurement instrument. The study aims to elucidate possible relationships of causal factors that have not yet been adequately investigated in relation to CL. Furthermore, a possible, still inconclusive convergence between subjective test scores on CL and objectively measured indicators will be tested using different eye-tracking metrics. In two studies (n=250), 9th and 11th grade students experimentally investigated a biological phenomenon. At the beginning of the planning phase, students selected one of four multimedia scaffolds using a tablet (Study I: n=181) or a computer with a stationary eye-tracking device (Study II: n=69). The subjective cognitive load was measured via self-reports using a standardized questionnaire. Additionally, we recorded students’ gaze data during learning with the scaffolds as objective measurements. Besides the causal factors of cognitive-visual and verbal abilities, reading skills and spatial abilities were quantified using established test instruments and the learners indicated their representation preference by selecting the scaffolds. The results show that CL decreases substantially with higher grade level. Regarding the causal factors, we observed that cognitive-visual and verbal abilities have a significant influence on the ECL and GCL in contrast to reading skills. Additionally, there is a correlation between the representation preference and different types of CL. Concerning the objective measurement data, we found that the absolute fixation number is predictive for the ECL. The results are discussed in the context of the overall methodological research goal and the theoretical framework of CL.

Refractive Error Findings in Students Who Failed School-based Vision Screening

ABSTRACT Purpose To report refractive error findings in Baltimore City schoolchildren who failed school-based vision screenings. Methods In this cross-sectional analysis, students pre-kindergarten through 8th grade who failed screenings during school years 2016–2019 received an eye examination, including non-cycloplegic autorefraction and visual acuity (VA) measurements. Refractive error was identified when there was at least: −0.50 diopter (D) spherical equivalent (SE) myopia, +0.50D SE hyperopia, 1.00D astigmatism, or 1.00D anisometropia in either eye. Generalized estimating equation models were used to identify factors associated with clinically significant refractive error, defined as decreased VA and more severe refractive error. Results Of 7520 students who failed screening, 6627 (88%) were analyzed. Clinically significant refractive error and any refractive error were found in 2352 (35.5%) and 5952 (89.8%) students, respectively. Mild myopia (45%, −0.50 D to <-3.00 D SE) and low astigmatism (47%, 1.00 D to <3.00 D cylinder) were the most prevalent types of refractive error. Proportions of students with myopia increased with higher grade levels (Ptrend<0.001). Myopia and astigmatism were more common in black and Latinx. Risk factors for clinically significant refractive error included higher grades (odds ratios [OR] ranged from 1.30 to 2.19 compared with 1st grade, P < .05) and Latinx ethnicity (OR = 1.31, 95%CI: 1.08–1.59). Conclusion A Baltimore school-based vision program identified a substantial number of students with refractive error in a high-poverty urban community. Over 1/3 students who failed vision screening had clinically significant refractive error, with black and Latinx students at higher risk of having myopia and astigmatism.

Exploring undergraduate students’ conceptions of learning via auto‐photography: A cross‐sectional analysis

This study analysed students’ auto‐photographs with transcripts to understand their conceptions of learning and to compare the differences among different grade levels. A total of 549 Taiwanese college students took photographs and wrote accompanying textual descriptions to illustrate how they conceptualised learning. A coding checklist was developed to analyse the characteristics of the students’ auto‐photography, and showed that their main view of learning was alone by themselves, the main learning contexts were outside of school, and observing/experiencing/thinking were the main learning activities. The textual data analysed using the content analysis method revealed nine categories of conceptions of learning, namely learning as memorising, gaining higher status, practicing tutorial problems, a process not bound by context or time, the increase of knowledge, applying, autonomous learning, understanding and seeing in a new way. In addition, in cross‐sectional analysis, two main findings were revealed: (1) students’ views of learning shifted from stereotypes of acquiring knowledge (e.g. teachers lecturing in classrooms) in the lower grade levels to observing/experiencing learning outside of school in the higher grade levels; and (2) higher‐grade‐level students possessed weaker autonomous learning conceptions than lower‐grade‐level students. The results of this study suggest a possible development trend of students’ learning conceptions that warrants further investigation.

PEMBIASAAN SHALAT DHUHA UNTUK MENINGKATKAN DISIPLIN BELAJAR SISWA

The research objective was to describe the improvement of student learning discipline through habituation of Dhuha prayer at SD Negeri Kadingding, Kibin District. The data type of this research is descriptive qualitative using three data analyzes, namely data reduction, data presentation, and conclusion drawing. This study uses a qualitative descriptive approach which includes field research (Field Research) with data collection techniques namely observation, interviews, and documentation. The subjects of this study were students of SD Negeri Kadingding, Kibin District. Data were collected from 33 grade V students, 17 male students and 16 female students. Class V was taken as the sample because grade V children are in the high grade level between grades IV, V, VI. This research was conducted for 40 days starting from 23 July to 8 October 2019. The results of this study indicate 1) thatwith the implementation of the practice of the Dhuha prayer at SD Negeri Kadingding, Kibin District, which is held every Tuesday to Friday at 06.30 - 07.00, the Duha prayer is carried out in congregation starting from grade I to grade VI, the number of cycles of dhuha prayer from the school recommends a minimum of 2 cycles of prayer in advance to improve time discipline and get used to performing Duha prayers. 2) the percentage of the implementation of this Dhuha prayer habit has an effect on increasing student discipline in learning; 3) The condition of the place used for the Dhuha prayer is inadequate, because it uses the school yard field by laying out a mat, so it takes time to prepare for the Dhuha prayer.

Depression and its determinants among adolescents in Jimma town, Southwest Ethiopia.

ObjectivesTo determine the prevalence and socio-demographic and parental-related factors of depression among school adolescents in Jimma town, southwest Ethiopia.MethodsUsing a cross-sectional survey, 546 school adolescents were screened for depression using the patient health questionnaire (PHQ-9) from five randomly selected public and private schools. Oslo social support scale, adverse childhood experience tool, and socio-demographic questionnaire were used to gather data on risk factors. Linear regression analysis was used, and unstandardized beta (β) coefficients with 95% confidence intervals (CI) were reported to declare statistical significance.ResultsA total of 546 adolescents participated in the study, with a response rate of 97.3%. The mean (±SD) age of participants was 16.8 ± 1.3 years. The majority (81%) of the adolescents were attending day classes at public schools. The prevalence of depression was found to be 28% using the patient health questionnaire. Based on the PHQ-9 depression severity scale, 18.5% and 8.2% of the adolescent had moderate and moderate to severe depression while 1.3% had severe depression. In the final multivariate linear regression analysis, it was found that sex, rural residence, low social support, being in higher grade level, and adverse childhood experience were found to be independently associated with a higher score of depression.ConclusionOne in three adolescents was found to have a depressive syndrome. We recommend schools to integrate school mental health service that contains routine screening and intervention services. Moreover, efforts are needed to sensitize and educate the communities on child protection, social support, and safeguarding to effectively tackle the magnitude of adolescent depression.

Financial literacy in the Ohio K–2 classroom: a mixed methods study

ABSTRACT Financial literacy is a concept widely recognised in the middle and high school grade levels, but what does it mean to a primary elementary teacher? This study was a two-phase, mixed-methods research approach that explored Ohio’s kindergarten through second grade teachers’ perceptions regarding the curriculum and instruction of financial literacy. The findings indicated that K–2 teachers see value in teaching financial literacy concepts and skills in their classroom, but they are unsure of the expectations for implementation. Though teachers’ knowledge of financial literacy expectations is limited, teachers were still incorporating money concepts and skills into their classrooms by employing strategies they deemed appropriate. These results indicate a need to inform teachers about the written curriculum regarding financial literacy and ways that they can integrate the content into their current classroom practices.

A cross-sectional analysis of refractive error prevalence and associated factors among elementary school children in Hawassa, Ethiopia.

ObjectiveThis study assessed the prevalence of refractive error (RE) and its associated factors among elementary school children in Hawassa, Ethiopia.MethodsIn this school-based cross-sectional study, a random selection technique with proportional allocation was used to ensure a representative sample of students. Survey questionnaires were used to collect sociodemographic, environmental, and family history data. Clinical examinations were performed to assess RE and ocular health. Associations between dependent and independent variables were computed using adjusted odds ratios (AORs) and 95% confidence intervals (CIs).ResultsOverall, 529 children participated in this study, with a response rate of 95.5% (529/554). Most participants were aged ≥12 years (337 [63.7%]), in grade levels 5 to 8 (307 [58%]), and attended public schools (366 [69.2%]). RE prevalence was 12.9% (95% CI: 10.0–16.1). Higher grade level (AOR=3.18, 95% CI: 1.68–5.97), positive family history of RE (AOR=3.69, 95% CI: 1.57–8.67), lack of paternal formal education (AOR=3.25, 95% CI: 1.20–8.77), and public school attendance (AOR=3.33, 95% CI: 1.52–7.27) were factors significantly associated with RE.ConclusionsRE prevalence among elementary school children in Hawassa was higher than in previous reports. Grade level, family history, paternal education level, and school type significantly influenced RE status.

High school students’ acceptance and use of mobile technology in learning mathematics

The purpose of this research is to investigate factors affecting the acceptance and use of mobile technology in learning mathematics based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. The study group comprised of 1640 students attending different types of high schools and grade levels. The results of the study revealed both direct and indirect effects of exogenous variables on Behavioral Intention and Use Behavior in mobile technology acceptance of high school students in learning mathematics. It was also found that the theoretical model was confirmed adequately based on the regression coefficients, the significance of the regression coefficients, and the goodness of fit indices obtained from the SEM analysis. The strongest predictors of Behavioral Intention were Hedonic Motivation and Habit, respectively. Exogenous variables of the study together explained 76% of the variance in Behavioral Intention and 13% of the variance in Use Behavior.

Prognostic role of PHYH for overall survival (OS) in clear cell renal cell carcinoma (ccRCC)

This study attempts to evaluate the prognostic role of PHYH for overall survival (OS) in clear cell renal cell carcinoma (ccRCC) by means of publicly available data from The Cancer Genome Atlas (TCGA). Clinical pathologic features and PHYH expression were downloaded from the TCGA database and relationships between them were analyzed by univariate and multivariate Cox regression analyses. Gene Set Enrichment Analysis (GSEA) and gene–gene interactions were also performed between tissues with different PHYH expression levels. PHYH expression levels were significantly lower in patient with ccRCC compared with normal tissues (p = 1.156e−19). Kaplan–Meier survival analysis showed that high expression of PHYH had a better prognosis than low expression (p = 9e−05). Moreover, PHYH expression was also significantly associated with high grade (G2-4, p = 0.025), high stage (StageIII & IV, p = 5.604e−05), and high level of stage_T (T3-4, p = 4.373e−05). Univariate and multivariate Cox regression analyses indicated that PHYH could be acted as an independent prognostic factor (p < 0.05). Nomogram including clinical pathologic features and PHYH expression were also provided. GSEA revealed that butanoate metabolism, histidine metabolism, propanoate metabolism, pyruvate metabolism, tryptophan metabolism, PPAR signalling pathway, and renin–angiotensin system were differentially enriched in PHYH high-expression phenotype. ICGC database was utilized to verify the expression level and survival benefit of PHYH (both p < 0.05). We suspect that elevated PHYH expression may be served as a potential prognostic molecular marker of better survival in ccRCC. Besides, alpha-oxidation was closely regulated by PHYH, and PPAR signalling, pyruvate metabolism, butanoate metabolism, and RAS might be the key pathways regulated by PHYH in CCRC.

Readability of online patient education materials for juvenile dermatomyositis.

In this study, we sought to analyze the readability of online patient education materials (PEMs) related to juvenile dermatomyositis (JDM). We analyzed the top 100 Google results and using six different readability scores, found 53 PEMs which had an average grade reading level of 17.4 (graduate level). PEMs by health care providers were written at higher grade levels than those by non-health care providers. Our findings demonstrate a clear need for online JDM PEMs that are written at an appropriate reading level and can be comprehended by patients and families of all levels of health literacy.

Veterinary allergy information has lower health readability than human allergy information: a comparative analysis of allergy education materials for pets and people.

Pet owners frequently consult online sources of veterinary health information. However, there are limited data on the readability of these resources and whether the readability is appropriate for pet owner education levels. To evaluate the education level of the US pet-owning population, and determine the readability of pet allergy information and compare the readability of online pet allergy information with online human allergy information. A subpopulation of 4,933 adults, representative of a population of 208,525,282, answering National Health and Nutrition Examination Survey (NHANES) demographic and pet questions. Allergy information in 54 articles (28 veterinary, 26 human) from six health websites (three veterinary, three human). An analysis was performed on 10,294 NHANES questionnaire responses to identify the subpopulation of 4,933 pet-owning adults. Flesch Reading Ease Scores and Flesch-Kincaid Grade Level Scores were calculated on the pet and human allergy information to evaluate readability. The age-adjusted prevalence of high school graduation was higher for adults with pets (85.8±1.33%) compared to adults without pets (78.5±1.5%, P<0.0001). Allergy information on veterinary websites was more difficult to read (P=0.0052) and written at a higher grade level (P=0.0047) than that on human health websites. The average veterinary health information readability score was 45.9 ± 8.7 ("difficult to read") and written at an 11th grade level or above (range: 8th grade-college level). Allergy information on veterinary websites was less readable than allergy information on human health websites. Online veterinary information may be written at a reading level that is inappropriate for pet owners.

Readability analysis of pediatric otolaryngology patient-reported outcome measures

Objective(s): Patient-reported outcome measures (PROMs) are tools that allow patients to directly share information about their health with their healthcare provider. Health literacy experts recommend that health information, such as PROMs, be written at a 6th grade level to ensure patients can read and comprehend it. As the readability of PROMs used in pediatric otolaryngology has yet to be studied, our goal was to analyze the readability of these PROMs and assess their compliance with readability recommendations. MethodsThe Gunning Fog, the Simple Measure of Gobbledygook (SMOG), and the FORCAST readability formulas were used to determine the readability of disease-specific PROMs for pediatric otolaryngology. ResultsFourteen PROMs were reviewed in the study. Most were intended for caregiver completion (n = 13, 92.9%). Ten PROMs when measured by Gunning Fog (71.4%), 2 PROMs when measured by SMOG (14.3%), and 0 PROMs when measured by FORCAST (0.0%) were at or below the 6th grade reading level. ConclusionMost PROMs available for use in pediatric otolaryngology are above the recommended 6th grade reading level when measured by FORCAST, the most appropriate metric for assessing questionnaires. The high reading grade level needed to complete these PROMs can contribute to health disparities among underserved and vulnerable populations, such as children. Pediatric otolaryngology PROMs developed in the future should take readability into account in order to ensure equity in the delivery of care.

Readability and content of online pet obesity information.

To assess the readability of pet obesity information, document the presence and absence of types of pet obesity information, and perform comparisons between dog and cat obesity information content on websites. 68 websites containing pet obesity content. Websites were systematically retrieved with a search engine and predefined search terms and phrases. For each website, pet obesity information was scored by use of 2 established readability tools: the simple measure of gobbledygook (SMOG) index and Flesch-Kincaid (FK) readability test. A directed content analysis was conducted with a codebook that assessed the presence or absence of 103 variables across 5 main topics related to pet obesity on each website. The mean reading grade levels determined with the SMOG index and FK readability test were 16.61 and 9.07, respectively. Instructions for weight measurement and body condition scoring were found infrequently, as were nonmodifiable risk factors. There was a greater focus on addressing obesity through dietary changes than through increasing physical activity. Few websites recommended regular follow-up appointments with veterinarians. Weight management information and the emphasis on owners' commitment to achieve their pet's weight loss targets differed among dog- and cat-focused websites. Results indicated that pet obesity information on the studied websites was largely inaccessible to pet owners owing to the associated high reading grade levels. Readers of that information would benefit from clarification of information gaps along with provision of guidance regarding navigating online information and counseling on the importance of nutritional and dietary reassessments for individual pets performed by veterinarians.

When language outgrows them: Comprehension of ambiguous sentences in children with normal hearing and children with hearing loss

BackgroundIn spite of recent gains in language development made by children with hearing loss (HL) as a result of improved auditory prostheses and earlier starts to intervention, these children continue to struggle academically at higher grade levels. We hypothesize that one reason for these incongruent outcomes for language and academics may be that the language demands of school escalate as grade level increases, outstripping the language abilities of children with HL. We tested that hypothesis by examining a higher level skill that is essential for success with academic language, the ability to access multiple interpretations for a sentence. Method122 children participated at the end of middle school: 56 with normal hearing (NH), 15 with moderate HL who used hearing aids (HAs), and 51 with severe-to-profound HL who used cochlear implants (CIs). Children's abilities to provide more than one interpretation for an ambiguous sentence were assessed. These sentences were ambiguous due either to words having multiple meanings or to syntactic structure that could evoke more than one interpretation. Potential predictors of those abilities were evaluated, including expressive vocabulary, comprehension of syntactic structures, grammaticality judgments, forward digit span, and several audiologic factors. ResultsChildren with NH performed best, children with CIs performed poorest, and children with HAs performed intermediately to those groups. Children in all groups achieved higher scores on the multiple meanings than on the syntactic structure items. The variables that were associated with performance varied across groups. Audiologic factors did not explain any variability in performance on the ambiguous sentences task for children with HL. ConclusionsThe kind of linguistic flexibility needed to consider more than one interpretation for sentences lacking immediate, real-world context is essential to processing academic language. Children with HL – especially those with severe-to-profound HL who required CIs – showed deficits in this skill, which could contribute to their ongoing academic struggles. Continued language support is needed for these children to allow them to acquire the higher level language skills necessary for success through all of their years in school.

Examining the influence school factors have on stimulant misuse among a national sample of adolescents

ABSTRACT Introduction Over the past decade, nonmedical prescription drug misuse has been a public health concern among adolescents in the United States. One of the main prescription drug classifications commonly used for nonmedical purposes is stimulants. The purpose of this study was to determine the relationship between negative school experiences (e.g., disliked going to school) and lifetime and past year stimulant misuse among US. high school students nationwide. Method The present study was a secondary analysis of the 2017 National Survey on Drug Use and Health (NSDUH) data. Participants included in the study were 9th-12th grade students (N = 8,337). Results A total of 9.7% high school students reported they had misused stimulants in their lifetime, and 8.5% reported they had misused stimulants during the past year. High school students who reported the following negative school experiences were at increased odds of reporting lifetime stimulant misuse: liked/hated going to school (adjusted OR [aOR] = 1.88, 95% confidence interval [CI] = 1.58–2.22); felt their coursework was somewhat/very boring (aOR = 1.56, 95%CI = 1.32–1.84), seldom/never meaningful (aOR = 1.69, 95%CI = 1.43–1.99), and would be somewhat/very unimportant to them later in life (aOR = 1.28, 95%CI = 1.07–1.52); and students with teachers who seldom/never let them know they were doing a good job (aOR = 1.44, 95%CI = 1.21–1.70). High school students who had a “D” grade average or lower (aOR = 2.48, 95%CI = 1.81–3.39) and skipped school on at least 1 day (aOR = 1.80, 95%CI = 1.51–2.16) were more likely to report lifetime misuse. Additionally, adolescents at increased risk for reporting stimulant misuse included males and those in higher grade levels. Conclusions Adolescents who reported having negative school experiences were at increased odds for reporting lifetime and past year stimulant misuse compared to their counterparts who reported positive school experiences. These findings should be considered when developing and implementing school-based prevention programs for stimulant misuse.

Text Mining Analysis of the King James Version & New International Version: Concerns and Implications for ESL Readers

English as a Second Language (ESL) students are often expected to read and use English translations of the Bible for academic and worship purposes. The purpose of this study was to explore the writing style of the King James Version and the New International Version in terms of each translation’s formality, readability, and sentiment using quantitative text mining analysis tools. Results indicated that the KJV used more formal language, had a higher grade level of readability and used slightly more positive wording than the NIV. In addition, for both translations the Old Testament was much more negative in terms of sentiment than the New Testament. Lastly, a moderate positive relationship was found between readability and formality for both translations.